Special Education
EMIS and Beyond
Topics in the Presentation
• Interaction between policy and data –
FAQs
• Special education data that affects
funding
• Special Education Accountability and
its consequences, including “Indicator
20 - Data is Timely and Accurate”
• Reporting the special education event
record
Policy and Data - FAQs
What is “Out of Compliance?”
• Any time OEC staff notice a violation
of any special education law
• Most frequently noticed monitoring or
data review
• Most common reason noticed in data
for non-compliance is a late or
missing event
NOT Always Noncompliance
•
•
•
•
EMIS error reports
General Issues Reports
Fatal errors
Late events with acceptable reason
Federal Timelines for Events
http://www.edresourcesohio.org/ogdse
Consent to Initial ETR – 60 days
Annual Review of IEP – within one
year
Initial IEP for transitioning Part C –
before third birthday
Leap Year
• Does NOT affect requirement for
annual review
• DOES affect compliance with
timelines for child find events
• Count days between events to
ensure timelines have been met
Snow Days
• Non-compliance reason“01” – no
identified reason –
• Calamity (windstorm, flooding,
HVAC failure, or snow day) makes it
impossible to meet the timelines
• Federal procedural timelines
Parent Refuses Services
• Revocation of Consent at IEP
meeting - Report RIEP, outcome
IEPR
• Consent withdrawn at ETR/MFE
meeting – change CNST outcome to
CNRF
• Revocation of consent to existing
IEP – report CIEP
Amendments
• Not reported
• Cannot be used to change effective
dates of IEPS
RIEPs v. Amendments
• An RIEP re-sets
the timeline
• RIEP data used to
verify compliance
• Can be annual or
other review
• Cannot be used to
change effective
dates
• Minor changes to
existing document;
can’t change goals
Aide or Attendant?
•
•
•
Teaching Aide Assignment (Position Code 505) An assignment to assist
a teacher with routine activities associated with teaching, such as
monitoring, conducting rote exercises, operating equipment, and
clerking.
Attendant Assignment (Position Code 909) Services include assisting
the orthopedically and/or other health handicapped or multihandicapped
child with personal health care needs within the confines of the
educational setting.
Instructional Paraprofessional Assignment (Position Code 415) An
assignment to provide instructional assistance in one or more of the
following ways: (1) one-on-one tutoring, (2) classroom management, (3)
instructional assistance in a computer laboratory, (4) instructional support
in a library or media center, or (5) instructional support services under the
direct supervision of a teacher. This does NOT include paraprofessionals
hired to assist with parent involvement activities or who act as translators.
FERPA Policies
• School officials with legitimate educational interest;
• Other schools to which a student is transferring;
• Specified officials for audit or evaluation purposes;
• Appropriate parties in connection with financial aid to a
student;
• Organizations conducting certain studies for or on behalf of
the school;
• Accrediting organizations;
• To comply with a judicial order or lawfully issued
subpoena; Appropriate officials in cases of health and
safety emergencies;
• State and local authorities, within a juvenile justice system,
pursuant to specific State law.
Re-testing for OGT
• No relationship to exemption of
consequences
• 10th-grade score counted in state,
AYP, PI
• 11th grade, counted in 11th-grade
cumulative calculation only
• If re-tested, highest score used
Graduation Issues
• Conflict between IDEA/FAPE
requirements and AYP graduation
rate requirements
• District can’t make a decision to not
provide FAPE, even if it affects
graduation rate
Funding
• http://www.edresourcesohio.org/ogd
se/11_-_funding/document
Data and Funding
• Federal
– DCC
– Current ADM for pub and non-pub
– Current poverty data
• State Funding
– School Age
– Pre-School
December Child Count
• Determines total amount state gets
from federal government
• A formula divides that total federal
aid into district shares
• District share goes to districts and
private schools
To Count in DCC
•
•
•
•
IEP IN EFFECT on Dec 1
IEP Outcome Code is not PR
Student Attribute
Data successfully transmitted to
EMIS
For December Federal Count
• Not affected by related services
• Not affected by “non-compliance
reason”
• Not affected by “was it late”
• Not just being on “IEP status/do not
fund report”
Preschool Unit Funding
•
•
•
•
IEP IN EFFECT on Dec 1
IEP Outcome Code
Student Attribute
Data successfully transmitted to
EMIS
• Related Services Codes
School-Age Weights for
State Funding
• Funding NOT for an individual
student
• Weights currently reflect payment for
staff
• Higher weights when more staff are
required
Special Education Accountability
• Determinations
• Findings of non-compliance
• Confirmation of correction of noncompliance
Monitoring
• EMIS data is used as first step of
monitoring for EVERY LEA
• Districts with high levels of noncompliance in specific areas get
additional monitoring
• Fifty or so LEAs get on-site
monitoring
On-site Monitoring
• Team of 3-6 OEC employees
• Targeted selection of records for
review
• Records are reviewed for evidence
of non-compliance
• Records are compared to EMIS data
to verify EMIS submission
Indicator 20 Not Met If
• On-site review finds discrepancies between student
records and EMIS
• “09” code used frequently
• Data has been included in an inappropriate EMIS report.
• ODE staff confirm that data required to be reported was
not submitted to EMIS appropriately.
• District has either not maintained appropriate records or
not reported to EMIS
• The district shows a pattern of date entry errors
Indicator 20 Correction
• At the individual level when the
district has provided evidence that
data has been entered into its own
data system
• At the district level when none of the
above occur in a subsequent
reporting period.
Determinations
1) Performance on compliance
indicators;
2) Whether data submitted by the LEA
are valid, reliable, and timely;
3) Uncorrected noncompliance from
other sources; and
4) Any audit findings
Determinations Criteria
Performance on
Compliance
Indicators
(Indicators 9-13)
4 = 95% + on all
compliance
indicators
3 = 75% - 94.9%
2 = 50% - 74.9%
1 = 0% - 49.9%
Timely Correction of
Noncompliance
from Any Source
(Indicator 15)
Data Submitted are
Valid, Reliable and
Timely
(Indicator 20)
4 = All data are valid,
reliable and timely
4 = LEA corrected all
identified
noncompliance
within one year (or
had no findings)
3 = 1 indicator or other
area is not valid,
reliable and timely
2 = 2 indicators or other
areas are not valid,
reliable and timely
1 = LEA did not correct
all identified
noncompliance
within one year
1 = 3 indicators or other
areas are not valid,
reliable and timely
Average of All Areas
4 Points
Meets Requirements
3 - 3.99 Points Needs Assistance
2 - 2.99 Points Needs Intervention
1 - 1.99 Points Needs Substantial Intervention
IDEA Audit Findings
4 = No IDEA audit findings
3 = Minor monitoring and/or
reporting issues which can be
easily remedied by implementing
procedures according to A-133
guidance
2 = Moderate documentation and/or
reporting issues which would
require revision of internal
financial processes
1 = Major financial tracking issues
which would require the initiation
of appropriate financial and
accounting procedures
Indicator 20
Indicator: LEA reported data are valid, reliable and timely.
Data source: Valid, reliable and timely data submission evaluated for:
a)
b)
c)
d)
Initial evaluations (Indicator 11);
Early childhood transition (Indicator 12);
Secondary transition planning (Indicator 13); and
Other areas of the 08-09 year-end Special Education Event Record.
Points
Criteria
4
All data are valid, reliable and timely.
3
1 indicator or other area is not valid, reliable, and/or timely.
2
1
0
2 indicators or other areas are not valid, reliable, and/or timely or
Indicator 12 data are not valid and reliable.
3 or more indicators (or other areas) are not valid, reliable, and/or timely.
Significant under- or non-reporting of special education data.
Sources of Indicator 20
Information
• Indicator 11 data analysis showed NO initial
ETR, but records showed an initial IEP for the
same students
• LEA records showed students with reportable
preschool transition conferences, EMIS did not
(Indicator 12)
• Students who were 16 had no secondary
planning code reported (Indicator 13)
• A few districts, based on their size, significantly
under-reported special education data
Calculating Determinations
OEC:
 Calculated determinations by averaging the points
assigned to the LEA for each of the areas listed previously
 Identified the overall LEA determination by linking the
average to the corresponding determination category
Overall Determination Score
Determination
Meets Requirements
Criteria
4.0 points
Needs Assistance
Needs Intervention
Needs Substantial
Intervention
3.0-3.9 points
2.0-2.9 points
1.0-1.9 points
From Forms to EMIS
Required
• Special education forms (e.g. PR-07)
• EMIS reporting
• District decision about how to get
information from forms to EMIS
Data Collection Tool
• Optional tool
• Used to share data from special
education staff to EMIS staff
• Often completed at same time as
“event”
• Updated frequently and posted on
line
Name: _________________________ Data ID#: ______________________
Resident District: ________________ District of Attendance: ___________
Grade Level: ____________________ Race: ________________________
DOB: ________________________
Building of Attendance: __________
Disability Category: _____________
Date: ________________________
Autism Scholarship? ____________
**** Refer to Master Code Sheet on page 3 for codes and explanations!!!
A. Date Type Codes: Activity (GE100)
Event Date from
PR-XX form (GE
110)
Begin
Date (GE
140)
Outcome (GE 120)
End
Date
(GE
150)
Compliance
1. PSTC (Preschool Transition -transition from Help Me Grow)
N/A
N/A
2. RFRL (Referral for Evaluation - after the child is suspected
of having a disability)
N/A
N/A
3. CNST (Parent Consent for Evaluation -on or after referral
date)
CNGT
ETNE
4. IETR (Initial Evaluation Team Report -Completion due 60
days from consent)
6. RETR (Reevaluation Team Report - 3 years from prior ETR)
CNDP
ETDP
IEPR
IEDP
IE16
IE62
ETDP
ETEX
Disability Category (circle):
ET01
ET09
ET02 ET03 ET04 ET05 ET06 ET08
ET10 ET12 ET13 ET14 ET15 ET16
IEPR
ET12 ET13 ET14
LRE codes (circle) :
IE13 IE14 IE15
IE55 IE56 IE60
IENS
7. RIEP (Periodic Review of IEP - 1 year from previous IEP)
CNNR
Disability Category (circle):
ET01 ET02 ET03 ET04 ET05 ET06 ET08 ET09 ET10
ET15 ET16
IENS
5. IIEP (Initial IEP - 30 days from ETR Completion; by third
birthday if PSTC)
CNRF
IE17 IE18 IE19 IE20
IE64 IE70 IE72
IE38
IE39 IE51 IE53
IEDP
LRE codes (circle) IE13 IE14 IE15 IE16 IE17 IE18 IE19 IE20 IE38 IE39
IE53 IE55 IE56 IE60 IE62 IE64 IE70 IE72
IE51
8. TETR (Transfer Student ETR Adoption)
ET01 ET02 ET03 ET04 ET05 ET06 ET08 ET09 ET10
ET15 ET16
ET12 ET13 ET14
9. TIEP (Transfer Student IEP Adoption)
LRE codes (circle)
IE13
IE14 IE15
IE16
IE17
IE20
IE38 IE39
IE51
IE53 IE55 IE56 IE60
IE70
IE72
IE18
IE62
IE19
IE64
NA
10. FIEP (Final IEP meeting prior to graduation)
11. CIEP (Consent for services withdrawn by parent)
NA
Data Reported as Student
Attribute
Data Reported as Student
Attribute
Name:
Data ID#:
_________________ ______________
DOB:
______________
Building of
Resident District:
District of Attendance: Attendance:
________________ ___________
__________
Grade Level:
Race:
_________________ ______________
Disability Category:
_____________
Date:
___________
Autism
Scholarship?
___________
Pre-School Transition Conference
A. Date Type
Codes: Activity
(GE100)
1. PSTC (Preschool
Transition -transition
from Help Me Grow)
Event
Date
from
PR-XX
form
(GE
110)
Outcome (GE
120)
N/A
Begin
Date
(GE
140)
End
Date Comp
(GE liance
150)
N/A
PSTC
• For students coming from Part C ONLY
• Reported by district of residence
• For first-time preschool enrollees, EMIS
will accept all special education events
that occurred prior to enrollment
• Starts the compliance clock ticking, just as
a referral does
• Cross-checked with Dept of Health counts
Referral
Event Date
Begin
A. Date Type Codes: from PR- Outcome (GE
Date
Activity (GE100)
120)
XX form
(GE 140)
(GE 110)
2. RFRL (Referral for
Evaluation - after the
child is suspected of
having a disability)
N/A
End
Date Comp
(GE liance
150)
N/A
Referral Date from PR-04
•Only REQUIRED for initial consent
Consent
A. Date Type
Codes: Activity
(GE100)
3. CNST (Parent
Consent for
Evaluation -on or
after referral date)
Event
Date
from
PR-XX
form
(GE 110)
Outcome (GE 120)
CNGT
CNRF CNNR CNDP
Begin
Date
(GE
140)
End Co
Date mpli
(GE anc
150) e
Consent Date from PR-05
CNGT Consent Granted
•Date Signed may NOT be the date entered on the form- the date reported is
the date the district RECEIVED the consent! The receipt date must be
documented.
•Only REQUIRED for initial consent
Consent Date from PR-05
CNRF
Consent Refused
Date Signed may NOT be the date entered on the form- the date reported
is the date the district RECEIVED the consent! The receipt date must be
documented.
Consent Date
• CNNR – Consent Not Returned
– Date district has made sufficient
documented attempts to get consent
– Attempts go beyond back pack letters
– Use date district decides to cease the
attempts
Consent Outcome
•
•
•
•
New for 2011-2012
CNDP - Consent Moved to Due Process
CNNR - Consent Not Returned
CNRF - Consent Refused
Evaluations
A. Date Type Codes: Activity
(GE100)
Event
Date
from
PR-XX
form
(GE
110)
Outcome (GE 120)
ETNE
4. IETR (Initial Evaluation Team
Report -Completion due 60 days
from consent)
6. RETR (Reevaluation Team
Report - 3 years from prior ETR)
8. TETR (Transfer Student ETR
Adoption)
ETDP
Disability Category (circle):
ET01 ET02 ET03 ET04
ET05 ET06 ET08 ET09
ET10 ET12 ET13 ET14
ET15 ET16
ETDP ETEX
Disability Category (circle):
ET01 ET02 ET03 ET04
ET05 ET06 ET08 ET09
ET10 ET12 ET13 ET14
ET15 ET16
ET01 ET02 ET03 ET04
ET05 ET06 ET08 ET09
ET10 ET12 ET13 ET14
ET15 ET16
Begi
n
Date
(GE
140)
En
d
Dat
Compl
e
iance
(GE
150
)
Annotated versions of all
forms!
• http://www.edresourcesohio.org/files/
etr_annotations_09.pdf
From the PR-06
ETR Event Codes
• IETR – Initial ETR
• RETR – Review of ETR, or decision
that current documentation is
sufficient
• TETR – IEP team reviews ETR of a
transfer student, and accepts it in its
entirety
51
ETR Outcomes - Disability
Category
• Currently, districts also report a
disability category as a student
attribute
• Eventually, OEC hopes the ETR
outcome will be used as the
disability category for every table in
EMIS
Other ETR Outcomes
• ETDP -- ETR Resulted in Due Process
• ETEX -- Exiting Special Education.
THE IEP TEAM determines a child no
longer requires specialized instruction
or related services. NOT used if a
student graduates or withdraws or a
parent revokes consent for services
• ETNE -- Not Eligible for Services
Non-Compliance Reason
• Describes reasons why an activity
was not completed according to the
federally mandated timelines
• Some reasons remove student
records from calculation of federal
reporting
Non-Compliance Reason
** Not Applicable – Timelines were all met
01 No Identified Reason. Includes weather related delays
02 Staff Not Available - Summer Months
03 Staff Not Available - School Year
04 Scheduling Conflicts with Family
05 Parental Choice Documented --usually a PR-01
06 Parent Refused Consent OR repeatedly didn’t show up at
scheduled meeting and consent was never obtained
07 Child’s Health
08 Student’s Incarceration
09 Compliance with timelines, but incorrect/missing data
reported in a prior reporting period
IEPs
A. Date Type Codes: Activity
(GE100)
5. IIEP (Initial IEP - 30 days from
ETR Completion; by third birthday if
PSTC)
Event
Date
from
PR-XX
Outcome (GE 120)
IENS
IEPR
IEDP
IE13
IE19
IE55
IE72
IE14 IE15
IE20 IE38
IE56 IE60
IE16
IE39
IE62
IEPR
IEDP
IE13
IE19
IE55
IE72
IE14 IE15
IE20 IE38
IE56 IE60
IE16
IE39
IE62
IE17 IE18
IE51 IE53
IE64 IE70
IE13
IE19
IE55
IE72
IE14 IE15
IE20 IE38
IE56 IE60
IE16
IE39
IE62
IE17 IE18
IE51 IE53
IE64 IE70
IENS
7. RIEP (Review of IEP)
9. TIEP (Transfer Student IEP
Adoption)
Complia
nce
IE17 IE18
IE51 IE53
IE64 IE70
NA
10. FIEP (Final IEP meeting prior to
graduation)
11. CIEP (Consent for services
withdrawn by parent)
IEPR
NA
IEP Event Codes
• IIEP - Initial IEP
• RIEP - Review IEP (annual or review other
than annual)
• TIEP – IEP team reviews and accepts IEP
from another district
• CIEP – Parental Consent withdrawn
• FIEP – IEP annual review held shortly before
graduation, no changes in goals or services
57
IEP – From PR-09
IEP Dates and Outcomes
• Dates come from PR-07
• Effective dates used to determine eligibility
for weighted funding and December Child
Count
• Outcomes usually show the environment
OR
– IEDP - IEP Resulted in Due Process
– IENS - IEP Complete – Not Served
– IEPR - IEP Complete – Parental Refusal
59
Determining LRE Codes
IEP Section 7: DESCRIPTION(S) OF
SPECIALLY DESIGNED SERVICES
• Do NOT add all of the minutes in section 7
and use as numerator in percentage
calculations
• Use child’s schedule that would result from
IEP implementation, and calculate
percentage of time in regular classroom
Calculating LRE
In an average week,
minutes spent in a setting
not defined as “special
education” that serves all
students
In an average week,
minutes spent in a
setting that serves
only SWD
Total
Related services (OT,
PT, speech,
counseling)
0
(2*20 SLP = 40) +
(1*45 OT= 45) +
(1*45 PT = 45) = 130
130
Core academic
coursework
(4*40 in math small group,
NOT just SWD = 160) +870 in
regular class = 1030
(4*40 Resource room) =
160
1190
Career tech courses,
work/study
0
0
Other coursework
(music, PE, art)
5*30 (1 special per day) =
150
30 (Adaptive PE)
180
Non-course activities
(homeroom, lunch,
recess)
5*60 (15 minutes homeroom,
30 minutes lunch 15 minutes
recess) = 300
0
300
Total
1480
320
1800
Activity
% in
typical
82.2%
Alternative School Setting
B. Has the student been removed to alternative school setting? EMIS
program code 211001 (circle if appropriate)
Services
D. Services (2150XX)
Record any and only those
services described on IEP. Make
sure to include any IEP required
“speech and language services”
for students whose disability
category is “speech.”
215001
215002
215003
215004
215006
215007
215008
215009
215010
215011
215012
215013
215015
215017
215018
215020
215021
215022
215026
215027
215023
Adaptive Physical
Education
Aide
Attendant
Audiology
Interpreting
Medical.
Occupational Therapy
Orientation and
Mobility
Physical Therapy
Reader Services
Psychological
Speech-language
Pathology
Rehabilitation
counseling
Parent counseling and
training
Counseling
Recreational
Special Transportation
Social Work
School health services
School nurse services
Other
Services
• IEPs will include services NOT
reported to EMIS
• Your software may collect services
not reported to EMIS – you can
adjust tool, if you need to
• For school age, NO connection to
funding
Itinerant Services
E. Preschool
Itinerant Services (a
teacher)
220100
Provider:
Testing Requirements
F. Testing
TEST TYPE
Accommodations
Requirements required by IEP:
required:
ALT
STR **
NO Y1
STA
Y2
Y3
Passing OGT
Required for
Graduation?
M
R
S
SS W
Transfers
• TIEP, TETR
• End date of original document
Getting Help
• First stop – your EMIS Manual and
Special Education Guidance
• Second stop – ITC
• Third stop –ITC contacts help desk
• If all else fails, email:
• Anne.Skaggs@ode.state.us OR
Sheila.Milligan@ode.state.oh.us